1) This document outlines different types of learners (auditory, visual, tactile, kinesthetic) and strategies for teaching each type. It also describes co-teaching models like lead and support teaching. 2) The document provides an outline for direct instruction lessons, including setting objectives and standards, an anticipatory set, guided practice with monitoring, closure, and assessment. 3) Accountable talk prompts are suggested to encourage student discussion and articulation of thinking during lessons. Bloom's taxonomy of learning objectives (knowledge, comprehension, application, etc.) is also referenced.

1. Types of Learners separate groups, they are delivering Check for Understanding: Application:
Auditory Learners content in the same way. Determination of whether Use a concept in a new situation or
Alternative Teaching students have "got it" before unprompted use of an abstraction.
This is the basic learning style.
One teacher works with a small group proceeding. It is essential that Applies what was learned in the
Unfortunately, a small group of
students learn by this method. of students to pre-teach, re-teach, students practice doing it right classroom into novel situations in the
Students, who learn by hearing, learn/ supplement, or enrich instruction, so the teacher must know that work place.
study best by: while the other teacher instructs the students understand before Examples: Use a manual to calculate
• Reading out loud. large group. proceeding to practice. If there is an employee’s vacation time. Apply
• Tape-record lectures and play Team Teaching any doubt that the class has not laws of statistics to evaluate the
several times outside of class. Both teachers share the planning and understood, the concept/skill reliability of a written test.
instruction of students in a should be re-taught before Key Words: applies, changes,
• Participating in class
coordinated fashion. In this type of practice begins. computes, constructs, demonstrates,
discussions. Talking cements in joint planning time, equal knowledge 5. Guided practice/Monitoring: An discovers, manipulates, modifies,
data. of the content, a shared philosophy, opportunity for each student to operates, predicts, prepares, produces,
• A teacher asking questions holds and commitment to all students in the demonstrate grasp of new relates, shows, solves, uses.
interest. class are critical. learning by working through an
Visual Learners Students, who learn www.specialconnections.ku.edu
by seeing, learn/study best by: http://www.humboldt.edu/~tha1/hunte
activity or exercise under the Analysis:
teacher's direct supervision. The Separates material or concepts into
• Taking good notes. r-eei.html teacher moves around the room component parts so that its
• Reading textbook and notes to determine the level of mastery organizational structure may be
several times. Accountable Talk and to provide individual understood. Distinguishes between
• Study pictures, make posters, Accountable talk is student remediation as needed, facts and inferences.
watch films. conversation centered on 6. Closure: Those actions or Examples: Troubleshoot a piece of
• Study transparencies, charts, learning. You can teach students to
statements by a teacher that are equipment by using logical deduction.
and diagrams. have conversations about text, to
designed to bring a lesson Recognize logical fallacies in
respond to each-other and to articulate
Tactile Learners Students, who learn presentation to an appropriate reasoning. Gathers information from a
by touching, learn/study best by: their thinking.
conclusion; to help form a department and selects the required
• Having hands in motion Accountable Talk Prompts
coherent picture, to consolidate, tasks for training.
Doodling • I wonder why…
• eliminate confusion and Key Words: analyzes, breaks down,
• I have a question about… frustration, etc. compares, contrasts, diagrams,
• Taking notes
• Learning games • I agree with… 7. Independent Practice: Once deconstructs, differentiates,
• Clay models • I disagree with… pupils have mastered the content discriminates, distinguishes,
• That reminds me of… or skill, it is time to provide for identifies, illustrates, infers, outlines,
Kinesthetic Learners Students, who
learn by whole body movement, learn/ • I don’t understand… reinforcement practice. It is relates, selects, separates.
study best by: • I predict… provided on a repeating schedule
• Whole body activity • I figured out… so that the learning is not Synthesis:
forgotten. It may be home work Builds a structure or pattern from
• Walking • I liked/disliked….
or group or individual work in diverse elements. Put parts together to
• Building a project
class. form a whole, with emphasis on
• Plays Outline for Direct Instruction
7. Assessment: Should be given creating a new meaning or structure.
• Acting out characters 1. Objectives: What, specifically,
daily, weekly, quarterly. Examples: Write a company
• Making something should the student be able to do, Provides information about what operations or process manual. Design
Used with permission of understand, as a result of the a machine to perform a specific task.
students have learned. Place a
Barbara Pytel teaching sample assessment on the board Integrates training from several
http://educationalissues.suite101.com/ 2. Standards: an explanation of the before class. sources to solve a problem. Revises
article.cfm/learning_styles type of lesson to be presented, Bloom's Taxonomy and process to improve the outcome.
procedures to be followed, and Key Words: categorizes, combines,
behavioral expectations related Knowledge: Recall data or compiles, composes, creates, devises,
Co-Teaching Models
Lead and Support to it, what the students are information. designs, explains, generates, modifies,
One teacher leads and another offers expected to do, what knowledge Examples: Recite a policy. Quote organizes, plans, rearranges,
assistance and support to individuals or skills are to be demonstrated prices from memory to a customer. reconstructs, relates, reorganizes,
or small groups. In this role, planning and in what manner. Knows the safety rules. revises, rewrites, summarizes, tells,
must occur by both teachers, but 3. Anticipatory Set: sometimes Key Words: defines, describes, writes.
typically one teacher plans for the called a "hook" to grab the identifies, knows, labels, lists, Evaluation:
lesson content, while the other does student's attention matches, names, outlines, recalls,
Make judgments about the value of
specific planning for students' recognizes, reproduces, selects, states.
4. Teaching ideas or materials.
individual learning or behavioral Examples: Select the most effective
Input: The teacher provides the
needs. Comprehension: solution. Hire the most qualified
information needed for students
Station Teaching Understand the meaning, translation, candidate. Explain and justify a new
to gain the knowledge or skill
Students are divided into interpolation, and interpretation of budget.
through lecture, film, tape,
heterogeneous groups and work at instructions and problems. State a Key Words: appraises, compares,
video, pictures, etc.
classroom stations with each teacher. problem in one's own words. concludes, contrasts, criticizes,
Modeling: Once the material
Then, in the middle of the period or Examples: Rewrites the principles of critiques, defends, describes,
has been presented, the teacher
the next day, the students switch to the test writing. Explain in one’s own discriminates, evaluates, explains,
uses it to show students
other station. In this model, both words the steps for performing a interprets, justifies, relates,
examples of what is expected as
teachers individually develop the complex task. Translates an equation summarizes, supports.
an end product of their work.
content of their stations. into a computer spreadsheet. Information taken from:
The critical aspects are
Parallel Teaching Key Words: comprehends, converts, http://www.nwlink.com/~donclark/hrd
explained through labeling,
Teachers jointly plan instruction, but defends, distinguishes, estimates, /bloom.html
categorizing, comparing, etc.
each may deliver it to half the class or explains, extends, generalizes, gives
Students are taken to the
small groups. This type of model Examples, infers, interprets,
application level (problem-
typically requires joint planning time paraphrases, predicts, rewrites,
solving, comparison,
to ensure that as teachers work in their summarizes, translates.
summarizing, etc.)